The Analysis on the Writing Proficiency of Students in Non- board Examination Programs: A Convergent Parallel Approach

The study aimed to describe the lived experiences of non-board program students in a local college with regards to their writing proficiency. This study engaged mixed method design, utilizing parallel convergent approach. Based on the results of the study, it was determined that the level of writing proficiency of non-board program students is 72.84% which is moderate, highlighting the mechanics proficiency having the lowest mean of 61.53%. The results from the quantitative and qualitative converged when they were being corroborated. The results also showed that non-board program students experienced challenges of articulating thoughts, organizing ideas, navigating language intricacies, and managing time effectively in their writing process. Additionally, they improve writing skills through practice, exposure, feedback, diverse language learning strategies, and enhanced writing process efficiency. In conclusion, the study reveals that non-board program students demonstrate a moderate level of writing proficiency, with particular struggles in mechanics. Despite these challenges, they develop their writing skills through practice, feedback, and strategic approaches to improving language use and writing efficiency.